Networked Learning Ecologies Part 1

A Vision: Networked Learning Ecology: A mesh of open, free and participatory media (ICT's+) and situated learning that liberate humans to create networks for social, economic and ecological resilience. Voices: (Please add more in comments)

Leigh Blackall:

• On Illich

• On Networked Learning

Stephen Downes:

• Slideshare: Groups vs Networks: The Class Struggle Continues

• Stephen Downes identifies significant differences between networks and groups, along four major axes. Drawn but not discussed at the Future of Learning in a Networked World event in Aukland, New Zealand. This short video explains the drawing at http://www.flickr.com/photos/stephen_downes/252157734

 

Florian Schneider:

• On Ekstitutions

Roberto Greco:

• Writings

More to come....

On Networked Learning

Leigh Blackall presents a new view of learning that is critical, open, networked and participatory through his research.  In a recent twitter stream and blog post he is asks for collective and open deliberation for a definition of networked learning.  As a participant involved in networked learning research and praxis I will offer the following as an entry into the collective imaging and deliberation.

Definitions

Open: Learning is free from institutions or understood to be actively participating in non-institutional learning.

Critical: learning does no harm or actively works for social, economic, and environmental sustainability and resilience.

Participatory: learning is integrative and inclusive of participants regardless of skill level or pre-determined social hierarchy.

Networked: learning happens in a blended mesh. Learners, pedagogues, and others are nodes that exchange information to different degrees, depths and forms both online and in the field.

The best defense of these definitions I have found is presented here by Steven Downes:



Image above: Watts and Strogatz model/small world network graph, credit: Arpad Horvath

Kenai Fjoirds National Park, AK....Pep Talk

Found this picture today of a conservation work crew of amazing young people I Co-Led with my wife in Alaska.  Everyone was quite uncertain about our pending 1500 foot assent in 1 mile with this 20 foot plank (to fix a bridge damaged in spring melt)....Que pep talk.

24/7 with young people in the back country of AK=ubiquitous learning.

Readings: UNESCO

UNESCO-Earth Charter Initiative

Hersch, J (1969) The Birthright of Man

A razor's edge

Listen closely to the "lesson I want to get across" at minute 6:31...."There is no opting out of new media....it changes a society as a whole....media mediates relationships....the whole structure of society can change....we are on a razor's edge between hopeful possibilities and more ominous futures...."

At min 8:14 Wesch describes what we need people to "be" to make our networked mediated culture work, and the barriers we are facing in schools.  Wesch is right on. Corporate curriculum, schedules, bells, borders, and "teaching/classroom management" are easily assisted by technology. Yet to open learning and deschool our educational system represents the hopeful possibilities Wesch imagines and has acted on.  What we accept from industrial schooling, how we proceed in our educational endeavors, and what we do, facilitate, witness, and promote in our actions in education mean so much to learners of today and the interconnected and interdependent systems we are all a part of.

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Young People, Action and Education

I was moved today by a video of young people taking action in support of indigenous rights, cultural rights and self determination:



This example of student driven action goes well beyond adult organized marches, or adult driven activity for social justice. Many of these young people show an enduring understanding of their interdependence and interconnection with a nation and the world. For example, at minute 11:00 in the video a young woman articulates a distinct article of the UN Declaration on the Rights of Indigenous Peoples (More on the declaration and UNPFII here!)


For all of us who see open and free learning as a fundamental human right, it's important to recognize that there is global deliberation and decision making on issues well beyond neoliberalism happening in the UN and in other spaces....How we participate in these movements and with others around the world on these issues will shape the common bond we have as humans in the 21st century. As ecological and economic overshoot continues, understanding how to participate and network for education and global civic culture will increase in importance.

Note:

Since [UN Declaration on the Rights of Indigenous Peoples] adoption, Australia, New Zealand, Canada and the United States have all reversed their positions and now endorse the Declaration.

Collective Joy

I was inspired today reading through The Blended Lifestyle a blog linked to the Dark Mountain Project site.  One of the things that drew me to Dark Mountain was the hope that Dougald Hine (a project founder) exudes in his writing (site, blogs, Twitter). I have been digging into Dark Mountain and enjoying what I find. My research into the site took a pleasant and unexpected turn as I linked out, and perused the favorite movies and books at The Blended Lifestyle.  After my last post of yesterday (writing that temporarily pulled me into a short malaise) I am overjoyed to get present and breath deep of my life today. I also look forward to reading Ehrenreich (2006) Dancing in the Streets: A History of Collective Joy....

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Conviviality, Autonomy, Interdependence

Illich, I. (1973). Tools for conviviality. New York: Harper & Row.

The symptoms of accelerated crisis are widely recognized. Multiple attempts have been made to explain them. I believe that this crisis is rooted in a major twofold experiment which has failed, and I claim that the resolution of the crisis begins with a recognition of the failure. For a hundred years we have tried to make machines work for men and to school men for life in their service. Now it turns out that machines do not "work" and that people cannot be schooled for a life at the service of machines. The hypothesis on which the experiment was built must now be discarded. The hypothesis was that machines can replace slaves. The evidence shows that, used for this purpose, machines enslave men. Neither a dictatorial proletariat nor a leisure mass can escape the dominion of constantly expanding industrial tools.

The crisis can be solved only if we learn to invert the present deep structure of tools; if we give people tools that guarantee their right to work with high, independent efficiency, thus simultaneously eliminating the need for either slaves or masters and enhancing each person's range of freedom. People need new tools to work with rather than tools that "work" for them. They need technology to make the most of the energy and imagination each has, rather than more well−programmed energy slaves.

I believe that society must be reconstructed to enlarge the contribution of autonomous individuals and primary groups to the total effectiveness of a new system of production designed to satisfy the human needs which it also determines. In fact, the institutions of industrial society do just the opposite. As the power of machines increases, the role of persons more and more decreases to that of mere consumers......

I choose the term "conviviality" to designate the opposite of industrial productivity. I intend it to mean autonomous and creative intercourse among persons, and the intercourse of persons with their environment; and this in contrast with the conditioned response of persons to the demands made upon them by others, and by a man−made environment. I consider conviviality to be individual freedom realized in personal interdependence and, as such, an intrinsic ethical value. I believe that, in any society, as conviviality is reduced below a certain level, no amount of industrial productivity can effectively satisfy the needs it creates among society's members.....

Again....Astra

I listened again tonight....as Lisa and I imaged our future.

Exhibitions: open a human creation

As citizens have new choices, new chances for learning, their willingness to seek leadership should increase. We may expect that they will experience more deeply both their own independence and their need for guidance. As they are liberated from manipulation by others, they should learn to profit from the discipline others have acquired in a lifetime. Deschooling education should increase — rather than stifle — the search for [people] with practical wisdom who would be willing to sustain the newcomer in his educational adventure. As masters of their art abandon the claim to be superior informants or skill models, their claim to superior wisdom will begin to ring true. -Illich (1970)

To Exhibit Learning

Exhibitions beautifully disrupt institutions and show deep learning. An exhibition, in short, is a public presentation of learning.  Exhibitions are practiced at all levels of education and in all fields.  A learner or group of learners publicly exhibit their understanding of knowledge territories and connect learning to relevant issues of today. This is important and hard work that shows the individual and group that learning does not only happen within the walls of an institution but is a matter for society in general.  Inviting the public to view, question, comment, and participate in a learning community reveals, connects and networks learning communities.  Exhibitions also decolonize the pedagogue.  When educators open their process or teaching to the outside world they ensure an essential conversation to ensue on the import of the work they do. Whether you adhere to Ted Sizer and the Coalition of Essential Schools vision of exhibitions as assessment or just agree with performance assessment being public I have no doubt that you see the benefit of opening the learning process to communities outside of your institution, school, room.... in dynamic ways.

Enmesh our pedagogy with the world

Dynamism and the ability to imagine, collaborate, and co-design learning environments are hallmarks of effective pedagogues today. These are all skills that are not learned in the semester course on literacy or technology in education. Many of us face institutional constraints in our work in education and seek ways to open our learning communities. We work to collectivize, democratize, co-create and enable personal and group passions for flow in learning. Many of us have been, as a passionate educator once told me I would become prior to my first classroom experience, " a coalition in your own classroom" (sub whatever you want to imagine to replace coalition in your situation). But this is not enough. Learning is an ecology that is interconnected and interdependent. We must share our communities work, we must exhibit, the whole ecology must weigh its social imagination into the mix....We need to show learning, failure and iteration and ask for feedback, connect and network our work on new levels.... we must enmesh our pedagogy with the world.

Open a human creation

Exhibitions open education to the world. In the process of preparing for public participation in learning the individual looks deeply at the connections they are making....the common good in their endeavor....their learning moves from 8-3, 12:30-1:30, Tuesday and Thursday to their heart. When you face the public you face your heart....Yes nerves flash signals and the body quivers upon the thought of being on stage, but your heart tells the story. For the young person in high school the story might be "what does it mean to go to school in the 21st century....what is 'world history' 'literature', 'science', 'my life'.... For the pedagogue the story needs to be " 'what am I undertaking', 'what role do I have in society', 'who may look to me', 'how will I collaborate with the world'....". As one who believes in the commons and in learning as ecology I want to see more than a transcript and degree from any institution from "masters" of pedagogy or any field. I want to see a heart beating, a passion for learning....something different from books and sites....a human creation.

Find a learning ecology

Join me in finding ways to open education. Exhibitions are just one of these ways. We who have decided to be pedagogues as part of our learning ecology will benefit from making the learning communities we work within visible. This networking will help other communities change, become dynamic, and change again to make learning dynamic, resilient, and ubiquitous.

This week is exhibition week in one of the learning communities I work with

I look forward to being a part of this meaningful time.